UH COE Lesson Plan Template (Direct Instruction)

Name of Teacher Candidate Samantha Evans

Lesson Overview
Grade Level Kindergarten
Estimated Time Needed 30-40 minutes
Students will learn how to find books that are just right for them. They will
practice this at their desks with their book bag during reading time. During
independent reading time they will read their just right book. This lesson is
Lesson Description used mostly as an introduction to prepare students for shopping for just
right books the next day. There will be a follow up lesson in the next unit
of study to reinforce “just right books” within their own books the students
shopped for.
K.21B follows oral directions that involve a short-related sequence of
Content Area Standards
actions
Technology Standards N/A
Objectives We will learn to choose just right books

Resources/Materials/Tools
Just right book- a book that is just right for you. It isn’t too hard or too easy
Terms/Vocabulary Porridge- Students may not know what this is from the book. Explain that
it is like oatmeal.
Technology Resources We will not be using technology for this lesson.
Teacher will need a copy of Goldilocks and the 3 Bears, just right anchor
Other Resources
chart, teacher book bag, pen and paper for notes.

Lesson Procedures
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on
task noted in parentheses for each
step. In other words, completely
describe the flow of the lesson-the
content to be presented, and the
This template is built on strategies to be used. Include actual
words you will use and questions
the traditional “Madeline you will ask students. Consider items
Hunter” lesson structure.
such as: parts of the lesson that
might be difficult, and how you will
know whether you can go on; how to
ensure that students completely
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
“Readers, we learned how
important it is to use our
Focus/Anticipatory Set
schema when we read a
(motivational hook)
book. Schema helps us
understand the story better.
Describe how each stage of
Cite specifically what
the lesson will be managed,
resources for this activity
including role of teacher and
will be used, and describe
learners (who is doing what
in detail how they will be
at each point), location
(e.g., classroom, computer
used.
Note who will be using the
lab, outside), and any
tool and in what ways. Note
special considerations, such
any safety considerations
as for differentiated
needed.
instruction.
Students should be
The teacher should be
sitting on the carpet
catching the students
in their assigned
attention and making a
rectangle. If students
connection to real life
start to get wiggly
and previous learned
have them do a “seat
UH COE Lesson Plan Template (Direct Instruction)
Something else we can use
to help us understand the
story better is making sure
we choose book that is “just
right” for us.”
Read students Goldilocks
and the 3 Bears. “Goldilocks
goes through the bear’s
house looking for porridge, a
chair, and a bed that are just
right. When readers go to the
library or bookstore to get a
new book, they choose one
Content-input that is just right too!”
(Could include content
outline, presentation, Fill in prepared anchor chart.
questioning, modeling,
examples) The teacher should model
with a teacher book bag
during the mini-lesson. –
“Readers, just like we want
our clothes to fit us just right,
we want to read books that
are just right for us. We don’t
want it to be too hard or too
easy, but just right.”
Dismiss students to walk
back to their seat. Have them
pull out their books from their
book bags and guide
Guided Practice
students in choosing a just
(identify students who
right book. Remind students
failed to master lesson
to use the 5 finger rule from
objectives.)
the anchor chart and that
their book should be
interesting to them!
(reference anchor chart)
Students should be reading
their just right book they
chose during independent
reading time. After
Independent Practice independent reading time
(reteaching and transition students to buddy
enrichment) read on the tape around the
room. Their buddy is their
elbow partner at their table.
Students can read their just
right book with their buddy.
material. The students check” to make sure
should be on task they are criss-cross
listening to the teacher. and focusing on the
teacher.
Goldilocks and the 3
The teacher should be Bears will read and
giving instruction during used for this part of
the mini-lesson on the the lesson. The
carpet. The students anchor chart will be
should be sitting in their prepared ahead of
designated spot on the time and the teacher
carpet. The teacher will fill it out with the
should also fill in the students. The
anchor chart and teacher book bag will
model with teacher also be prepared
book bag. ahead of time and
used to model.
Dismiss students to
The teacher should be seat by table
guiding the students to numbers. Have one
choose a just right person from each
book when they get to table get the book
their seats and have bucket from the
their book bags. The cabinet. Before
students should be letting students open
looking through their book bag go over
books to find a just expectations (voice
right book. level, staying on
task…)
Students should be
The students should be
reading their books
independently reading
gently and
(10-15 minutes). Walk
respectfully.
around the room and
Students should also
monitor students as
be buddy reading at
they choose a just right
a whisper on their
book and
line of tape on the
independently read.
floor. The students
Conference with
are only allowed to
students and take
sit with their partner
UH COE Lesson Plan Template (Direct Instruction)
Have students go back to
their seats. “Class Class”
Please pick up your books
and put them in your bag.
Walk back to your seats and
put your heads down so I
know you are ready to move
Closure on. Today and every day you
should read books that you
enjoy and that are right for
you!” Have the students put
their book bags in their table
bucket and the person who
got the bucket can put it
away.
notes. Buddy reading where there is tape
(10-15 minutes) present around the
room.
This is the time for the
teacher to wrap it up
and remind students
what we learned today. The teacher can use
The students should be and reference the
at their seats quietly. anchor chart for this.
The teacher can also (rules for just right
call on students to see books)
what they learned or
how they chose their
just right book.

Plans for Differentiated Instruction/Accomodations

Special Education
N/A We have no special education students in our class.
Students
English Language
N/A We have no ELL students in our class.
Learners
Gifted and Talented N/A We have not assessed students for this.
Other:

Potential Challenges/Plan B
If students are having trouble staying on task during read to self or buddy reading pull students together to move
on. If students are not grasping the concept of choosing their just right book work with them one on one. If the
whole class is having trouble, pull the class back to the carpet to go over just right books again.

Assessment
I will be using informal assessments for this lesson. During independent practice I will be monitoring
students as they read. I will also be walking around to conference with students at their tables or while
students are buddy reading on the carpet. I will have my clipboard to take notes.

Notes and Credits

There are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are
free to use whatever information you find to inspire your lesson planning, provided:
1. You properly cite your sources;
2. You fit the information into this required lesson format, meaning you will need to add additional
information to complete the lesson; and
3. You modify the lesson to fit your objectives and student needs (You will almost never teach any
lesson as is – even those found in your teacher’s guides. You will always know best what the
individual learners in your classroom will respond to.)